Search results for: Lei Jing
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This study describes the designing and implementation process of a Live Dual Modeling strategy involving both live behavior modeling and cognitive modeling. Using qualitative research methods, the researchers investigated whether Live Dual Modeling was effective in helping preservice teachers develop TPACK in a technology integration course. The findings showed that the preservice teachers demonstrated the initial ability to transfer what they learned in the modeling to classroom teaching.
Updated: Mar. 30, 2016
This study focused on “digital natives” as preservice teachers to examine their beliefs, attitudes, and technology experiences and expertise. The study also focused on these preservice teachers to identify the strengths and weaknesses in their technology knowledge and skills, and explore what technology preparation was needed to prepare them to integrate technology in their future classrooms. The findings suggest that, growing up with technology, digital natives as preservice teachers are savvy with basic technologies and social-communication technologies. However, their technology proficiency is limited by both the narrow scope and the lack of depth of their technology activities.
Updated: May. 04, 2009